Introduction Paper Essay

I am 30 years of age and have been taking school courses throughout the most recent 11 years. I have consistently gone to on low maintenance premise and I have never taken any late spring courses. During the 11 years I have taken around two years off, and have formally changed my significant multiple times. I have a great deal of work experience that lines up with my present Business Management Major. I appreciate finding out about Human Resources and have consistently figured I would appreciate a situation in the Human Resources division. Scholarly Background At the point when I began this excursion I needed to be a bookkeeper, after my first semester at Saint Paul College an I understood, I would not like to be a bookkeeper! The classes were hard and a great deal of work, there was simply an excessive amount of to learn. I had an enthusiasm for youngsters and growing up I generally needed to be an educator, so I exchanged into a significant in Child Development (CD). I endured around two semesters of CD courses and discovered this was not the correct way for me either. The teachers over and over reminded the understudies that professions in the CD field are not tied in with bringing in cash (on the grounds that there isn't a ton of cash in this field) yet rather about working with the youngsters. I figured I DO need to bring in cash and as opposed to working with kids I would simply have my very own portion sometime down the road. I additionally understood that in the event that I finished this program, at long last I would have training yet no work understanding. Now I had no clue about what I would get a degree in. I took a gander at my resume and understood that I had involvement with tasks the executives, Import/Export, different administration positions at drive-through eateries, and broad client care understanding. I arrived at the decision that a degree in Business Management would profit me most, as it will guarantee I have the training to coordinate the experience. In 2009 I moved on from Saint Paul College with an AA just as an AS in Business Management and in 2010 I moved to Metro State University to finish my BS. This Course and Past HR Courses I took an Introduction to Human Resource Management course in 2004 of which I got An evaluation, yet it didn't fulfill this course as required for the fruition of my BS in Business Management. Since I have just taken a comparative course, I do trust I can get another passing mark, and perhaps pick up something I may have ignored beforehand. I anticipate hearing the points of view and thoughts on the most proficient method to deal with various circumstances from different understudies. Increasingly about Me I have been with my sweetheart for very nearly 10 years; we have a one year old little girl and plan to pursue another after this semester is finished. We have three enormous pooches extending in age from 6-15, and once had a hairy mythical serpent. We live 45 miles north of the twin urban areas in Harris †a town of around 1000 individuals. I work all day at BAE Systems in Fridley as an administration property director, with past positions held in Accounts Payable, Travel Accounting, and finance. End As should be obvious my way through school has been a confounding one, and has had its disappointments and victories. Since I am on the correct way, I plan to be an effective representative. With my client support and finance understanding, I have consistently considered I would be a decent qualified for a HR agent. I am another mother and anxious to extend my family further! I drive to work and include held a few situations inside the organization. I am only a normal individual working my way through life and attempting to get instruction to make an incredible nature far superior.

Who are the Amish essays

Who are the Amish articles In the event that you are intrigued the qualities and way of life of the nineteenth century, here is an incredible model: The Amish, is a gathering of strict individuals who live in settlements in 22 states and (Ontario), Canada. The foundations of the Amish originate from Mennonite people group, a some portion of early Anabaptist Movement in Europe, which occurred at the hour of the Reformation. At that time, this development were viewed as shocking and the individuals from the development persecuted and individuals were merciless put to death by the two Catholics and Protestants. Thus, of this persecution from bigger strict gatherings and having an alternate point of view as far as translations of Christianity, the Amish fled to the provincial regions and confined themselves from the others. This division from the others can be the most appropriate response to why the Amish have demanded being not the same as the contemporary world. The Amish keep underlining the fundamental qualities of the nineteenth century. Their qualifications from different minorities in America are their extraordinary convictions, network structure and their shortsighted Until 1972 the Amish had to finish secondary school, so, all things considered the preeminent court upset this decision to permit them to stop after primary school. Their absence of confidence in the American educational system was caused them to need to pull back their youngsters from school. They expected that U.S. high school would ruin the youngsters' quiet, straightforward inclinations and drive them into wrongdoing and viciousness. Rather than open secondary school they have their own schools, set up with instructors from Amish foundations. In the expressions of analyst John Andrew Hosstetler, The Amish school has commonly been effective in getting ready youngsters to be completely forthright, persevering and reliable grown-ups, fit for procuring a living, raising Christian family, and adding to the Amish people group. (29). Most Amish schools today have one room a... <!

Within-Subject Design Experiments

Within-Subject Design Experiments Student Resources Study Guides and Tips Print Within-Subject Design Experiments By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on May 09, 2019 Science Photo Library / Brand X Pictures / Getty Images More in Student Resources Study Guides and Tips APA Style and Writing Careers A within-subject design is a type of experimental design in which all participants are exposed to every treatment or condition. The term treatment is used to describe the different levels of the independent variable, the variable thats controlled by the experimenter. In other words, all of the subjects in the study are treated with the critical variable in question.   So, for example, lets imagine that you are doing an experiment on exercise and memory. For your independent variable, you decide to try two different types of exercise: yoga and jogging. Instead of breaking participants up into two groups, you have all the participants try yoga before taking a memory test. Then, you have all the participants try jogging before taking a memory test. Next, you compare the test scores to determine which type of exercise had the greatest effect on performance on the memory tests. Advantages   Why exactly would researchers want to use a within-subject design? One of the most significant benefits of this type of experimental design is that it does not require a large pool of participants. A similar experiment in a between-subject design, which is  when two or more groups of participants are tested with different factors, would require twice as many participants as a within-subject design. A within-subject design can also help reduce errors associated with individual differences. In a between-subject design where individuals are randomly assigned to the independent variable or treatment, there is still a possibility that there may be fundamental differences between the groups that could impact the experiments results. In a within-subject design, individuals are exposed to all levels of a treatment, so individual differences will not distort the results. Each participant serves as his or her own baseline. Drawbacks   This type of experimental design can be advantageous in some cases, but there are some potential drawbacks to consider. A major drawback of using a within-subject design is that the sheer act of having participants take part in one condition can impact the performance or behavior on all other conditions, a problem known as a carryover effect. So for instance in our earlier example, having participants take part in yoga might have an impact on their later performance in jogging and may even affect their performance on later memory tests. Fatigue is another potential drawback of using a within-subject design. Participants may become exhausted, bored, or simply uninterested after taking part in multiple treatments or tests. Finally, performance on subsequent tests can also be affected by practice effects. Taking part in different levels of the treatment or taking the measurement tests several times might help the participants become more skilled, meaning, they may be able to figure out how to game the results in order to do better on the experiment. This can skew the results and make it difficult to determine if any effect is due to the different levels of the treatment or simply a result of practice.

Celebrating Easter in Japanese

Easter is not well known to the Japanese, especially when compared to other Western celebrations, such as Christmas, Valentines Day or Halloween. The Japanese word for Easter is fukkatsusai (Ã¥ ¾ ©Ã¦ ´ »Ã§ ¥ ­), though, iisutaa (ã‚ ¤Ã£Æ' ¼Ã£â€š ¹Ã£â€š ¿Ã£Æ' ¼)—which is a phonetic representation of the English word Easter—is also commonly used. Fukkatsu means revival and sai means festival.   The word  omedetou (㠁Šã‚ Ã£  §Ã£  ¨Ã£ â€ ) is used for celebrations in Japanese. For example, Happy Birthday is Tanjoubi Omedetou and Happy New Year is Akemashite Omedetou.  However, there is no equivalent for Happy Easter in Japanese. Vocabulary related Easter: Bunny: 㠁†ã â€¢Ã£ Å½ (usagi)Chick: 㠁 ²Ã£â€šË†Ã£ â€œ (hiyoko)Chocolate: ãÆ' Ã£Æ' §Ã£â€š ³Ã£Æ' ¬Ã£Æ' ¼Ã£Æ'ˆ (chokoreeto)Egg: Ã¥  µ (tamago)Jesus: ã‚ ¤Ã£â€š ¨Ã£â€š ¹ (iesu)Christ: ã‚ ­Ã£Æ' ªÃ£â€š ¹Ã£Æ'ˆ (kirisuto)

Learning and Assessment in Practice - 3754 Words

Learning and Assessment in Practice The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice. The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of theory and practice. I will utilise Gibbs (1988) model of reflection, (as cited in Quinn†¦show more content†¦Prior to attending my mentorship course I had had a great deal of contact with students, involving both one-to-one teaching, supervising and supporting. However, on no occasion had I undertaken this as a formal process, nor as a co-mentor. I had also had no direct experience of learning outcomes and as a result felt some trepidation prior to the student arriving. I understood from the literature the importance of ensuring that the student was relaxed and made to feel welcome with the team, and that I needed to have a pre-existing knowledge of the learning outcomes that were to be achieved during the placement. In order to plan and facilitate the students learning it is important to have knowledge of their programme and the required learning outcomes in order to ensure effective learning (Quinn amp; Hughes, 2007). Additionally, mentors must have an understanding of a student’s preferred method of learning. Before working with a student my main consideration would be to use a teaching method that is suitable to them and their contribution to the learning experience, whilst at the same time addressing their specific needs. The quality of learning that takes place within a placement will be dictated by the teaching and learning support mechanisms available to the student (Welsh amp; Swann, 2002). The more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will becomeShow MoreRelatedFacilitating Learning and Assessment in Practice3273 Words   |  14 Pagesteaching of proper grammar with creative writing is crucial in elementary education in order to get students excited about using the components of language. When a student understands the purpose of adjectives, adverbs, phrases and clauses, and practices writing and reading them, a student will feel comfortable in using them in everyday communication. It is that level of comfort which nurtures interest over fear in tackling the reading, writing or discussion of literary works. It is never too earlyRead Morepp127 Facilitating Learning and Assessment in Practice5967 Words   |  24 PagesNURSING PRACTICE DEVELOPMENT PP 0127 ASSIGNMENT Facilitating Learning and Assessment in Practice I/C NO: 870402-08-6054 N U Student ID: 1404 1918 Cohort: 37 Word count: 2995 Introduction Mentorship is an integral role played by an experienced nurse to guide and train, less experienced nurse in their clinical area (Ali Panther, 2008). Mentors’ are required to facilitate learning in order to help nurses in developing essential skills and assess their proficiency in clinical practice (NMCRead More2000 Word Critical Reflection on Strategies the Learner Has Used to Facilitate Learning - Preparing Facilitators of Practice Learning and Assessment3005 Words   |  13 Pages| Preparing Facilitators of Practice Learning and Assessment Word count: 2179 | The purpose of this assignment is to critically reflect on strategies used to mentor a second year mental health student in a community mental health team. The essay will refer to interpersonal skills used to develop the mentor-mentee relationship, and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learnerRead MoreTraditional Assessments Build On A Deficit Model Of Learning1308 Words   |  6 PagesTraditional assessments build on a deficit model of learning that aims to remediate deficiencies in order to orient and sort students (i.e., examinees), determining the effectiveness of learning that occurs (Struyven De Meyst, 2010). Assessment, from this tradition, is thought of as an activity to determine how well individual examinees can perform or recall what they have learned. This tradition is, epistemologically speaking, based on the empiricist and/or positivist model of kn owledge (AndersonRead MoreElements Of Formative Assessment987 Words   |  4 PagesWhat is formative assessment? Formative assessment seems to stand in contradiction to traditional modes of summative assessment in schools. Michael Scriven first introduced the term ‘formative evaluation’ in 1967, but Benjamin Bloom elaborated upon its distinction from summative assessment: ‘Quite in contrast is the use of formative evaluation to provide feedback and correctives at each stage in the teaching-learning process. By formative evaluation we mean evaluation by brief tests used byRead MoreEssay on Understanding the Principles of Assessment1706 Words   |  7 PagesPrinciples and Practices of Assessment 1.1 Function of assessment in learning and development Assessment enables the assessor to measure and record learner achievement. It also enables one to identify individual learner needs through formative assessments as you are working with the learner throughout, identifying what the next step should be. Formative assessments are a continuous process used to provide feedback to the learner. It could also be through summative assessments whereby theRead MoreLearning Theory From The Classroom908 Words   |  4 PagesMishra and Koeler’s TPACK framework by adding Learning Theory (Slota, Young, Choi, Lai, 2014). Although the TPACK framework on which it is based proposed the way to understand how to integrate technology in the classroom as a unique body of knowledge, technology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency frameworkRead MoreWhat Pr inciples And Values Do You Approach Assessment? Essay1550 Words   |  7 PagesAssessment philosophy From what principles and values do you approach assessment? Assessment is an essential part of both teaching and learning. It provides educators with an understanding of student learning and development, to determine whether or not learning outcomes and educational goals are successfully being met. Educators must therefore take an active role in making decisions about the purpose of assessment and the content to be assessed to ensure â€Å"assessment is ‘built-in’ to the curriculumRead MoreEducational Psychology and Assessment1205 Words   |  5 PagesCertificate in Teaching in the Lifelong Learning Sector - (Intensive) |Unit Title |CTLLS UNIT 3 - Principles Practice of Assessment | |Theory Assessment Number | | |Candidate Name |KEN PHILLIPS |Candidate Number | | |Date Issued | Read MoreTeaching Students With Quality Assessments1052 Words   |  5 PagesCurriculum mapping, planning, and assessment building have been topics at the forefront of many conversations in the field of education. As teachers have become smarter about their field, they have made instructional and assessment changes that benefit students learning needs. The assessment practices we use in the classroom should be used to promote student learning (McTighe O’Connor, 2005). As educators it is important that the goals we have are used to support the learning in all students. Providing

Employment and Job Satisfaction Free Essays

Activity One Reasons why the organisation needs to collect HR data 1) To record contractual arrangements and agreements. Through retaining a copy of the employees contract along with any amendments ensures that there is no confusion in regards to an employee status. 2) To ensure compliance with legal requirements and provide a statutory excuse if required. We will write a custom essay sample on Employment and Job Satisfaction or any similar topic only for you Order Now An example of when this could be required is if an employee working for your company is found to be working in the UK illegally. If you are able to demonstrate that you carried out the necessary initial and annual checks you can avoid a ? 0,000 fine. Types of data that is collected within an organisation and how each supports HR practices 1) Customer Feedback – The collection of customer feedback allows the employer to identify any learning and development needs that may be required. It can also be used as a tool for performance management. 2) Demographics – The collection of information in regards to age allows for succession planning should you be dealing with an aging workforce. The collection of information in regards to gender can be important when considering equal opportunities. ) Recruitment – The collection and analysis of recruitment information helps assess legal compliance in particular monitoring of equality and diversity information. It also provid es statistics on success rates of each stage of the process along with how successful different methods of recruitment have proved. A description of at least two methods of storing records and the benefits of each 1) Manual System – This is the keeping of hard copies of HR records in staff files. Manual filing is low cost and easily accessible. A manual system cannot be affected by loss of power and cannot be maliciously hacked into from outside the company. 2) Hosted Computer Records – keeping records on a hosted cloud reduces physical storage space required along with allowing access to records remotely. It can reduce administration time (ie filing) and information may be easier to find. Two essential items of UK legislation relating to the recording, storage and accessibility of HR data The Data Protection Act 1998 states that data must be collected and processed fairly and lawfully and obtained for only the lawful purposes. The data must be adequate and relevant and not excessive along with being accurate and where necessary kept up to date. You must not keep information longer than necessary and it must be stored securely and in accordance with the rights of data subjects. Personal data shall not be transferred outside the European Economic Area unless the country or territory has adequate safeguards for data subjects. An example of where this may be applicable is the keeping of CVs on file. The Freedom of Information Act creates a public â€Å"right of access† to information held by public authorities. This applies to all public authorities including: * government departments and local assemblies * local authorities and councils * health trusts, hospitals and doctors’ surgeries * schools, colleges and universities * publicly funded museums * the police * other non-departmental public bodies An example of where this may be applicable in an HR setting would be the request of information regarding the successful candidate by an unsuccessful applicant following the recruitment of a new position. Activity Two Introduction On an annual basis our company carries out an Employee Survey. The survey is sent out to every single staff member from branch staff to directors and there is an average response rate of around 80%. This year’s employee survey was carried out in July with the results being collected and collated in August and September. The surveys are carried out anonymously and employees are asked to identify their level of seniority within the company along with length of service. I have decided to look at staff members length of service and job satisfaction in relation to their seniority within the company. I think that there are several factors which make this a valuable exercise. Through identifying length of service by seniority it may identify specific job roles where there is a trend of employees are leaving after a particular length of time. Through doing this it may allow further investigation as to the reasons behind this and allow the company to bring in measures to limit this, eg specific areas of training or changes in approach to particular roles. Through reducing turnover this can reduce recruitment costs and disruption in the workplace. Identifying job satisfaction can take this a step further by identifying people who are currently in positions who may need some extra attention to prevent them leaving. Analysis and Interpretation Firstly, I transposed the dataset into percentages as this allows standardisation and ease of comparison. I decided that it would be a good idea to give a general overview of the company by creating a pie cart to show how the company is made up (graph one). I then further broke this down to compare length of service by seniority (graph two). I decided to use a bar chart with the break down of figures below as I think it gives good visual represetation of the situation across the company. I then broke the data down further to identify job satisfaction by seniority – again in a bar chart as I am looking at a decrete set of data (graph 3). I attempted to link the three sets of data (length of service/satisfaction and seniority) but found that the resulting chart was very complicated and unclear so decided it was better to keep these as two separate entities. Finally, I indentified the reason why people were unsatisfied in the workpalce and displayed this in graph four. From the work carried out I believe that there is evidence that the people at â€Å"assistant† level within the company are in need of a bit of TLC. Whilst their pattern of length of service may be explained through people being promoted, they are also the lease satisified group in the company and cite â€Å"management† as the reason behind this. Graph One – Break Down of Company by Job Type Graph Two –Length of Service by Seniority Graph 3 – Job Satisfaction by Seniority Graph Four – Reason Stated for Unsatisfaction in the Workplace % How to cite Employment and Job Satisfaction, Papers

Auditing & Assurance

Question: Discuss about the Auditing Assurance. Answer: Introduction: Business Risk and Inherent Risk Assessment The business risk in the context of HIH has been related to the global, local as well as the environmental attributes and issues. The following parameters have been identified to determine the amount of risk that HIH is facing. The profitability and the structure - The business risk of HIH would have an adverse influence on the operational strategies as well as the business performance of the entity. The competitive risk in the business entity shall have an impact on the operational policies of the business entity. The risk assessment procedure in the business entity would influence on the operational strategies of the business entity. As such, this shall lead the business entity to reduce the chances of loss, and financial irregularities in the country. Arens et al. (2012) mentioned that the Australian prudential regulatory commission determines the insurance as well as the insurance commission in the country. As such, this shall help the business entity to prepare the financial statements in an authentic and transparent manner. Insolvency Risk The auditing assessment procedures shall have an impact, to determine the auditing risks in the business enterprise. The general agreements in the company would influence to determine the operational policies of the business entity. The profitability structure as well as the insurance risks in the business entity shall determine the operational policies of the business entity. Chandler and Edwards (2014) mentioned that there are certain risks in the daily operational policies of the business entity. As such, the inherent financial condition of the business entity has to be effective enough to meet the daily operational policies of the business entity and achieve the long term goals as well as the objectives of the business enterprise. Evetts (2014) mentioned that the insolvency risk should have to be determined to develop the operational strategies of the business entity. The conceptual risk shall be required to develop the necessary laws and the guidelines that shall help the busine ss entity to achieve the organizational objectives. The HIH is able to determine the risk relating to unqualified audit based on certain financial statements. Furnham and Gunter (2015) mentioned that the maintenance of the solvency margins is one of the pertinent issues that have a positive impact on the operational strategies of the business entity. About this, if the auditing procedures are not followed as per the required guidelines of the business entity it can lead to inaccurate budget forecasting for the organization. As such, the auditing procedures in the business entity shall be developed to prepare authentic financial statements for the business entity. Inherent Risk - In this regard, it can be said the inherent risk shall help the business entity to develop the operational procedures of the business enterprise. The inherent risk relates to discrepancies in the financial statements of the business entity. According to Hayes et al. (2014), these risks shall lead the business entity to financial risks for the business entity. Control risk - The control risks relates to material inaccuracies that has not been detected in the internal control system of the organization. In the case of HIH, the reconciliation of the general ledger as well the bank account has not been performed substantially to meet the needs of the organization. As such, the control risk is an essential market risk that shall have an impact on the financial condition of an entity and would lead to discrepancies. Thus, it is the primary objective of the auditing to physically verify each stock or inventory to prevent any discrepancies in the year-ended annual reports of the business enterprise. Detection risk The risk have to be deducted to identify the risks that can pose a threat to the business sustainability of the enterprise. In the audit, there are major risks that can affect the business sustainability of the enterprise. These include incorrect recording of the financial transactions as well as the financial irregularities in the business entity. Legal Liability It can be said that the auditors must be provided with the necessary data that shall have an influence on the operational policies of the entity. However, the legal liability of the organization is a core part of the operational risk relating to the business entity. Kumar and Sharma (2015) mentioned that HIH must emphasize on the liquidity position of the company, to determine the operational and the financial position of the business entity. Clients - Any understanding on the clients and the auditors shall have an influence on the auditing process of the organization Creditors - Emphasis must be placed on keeping the solvency level to a minimum to earn goodwill in the market . This would help the business entity to gather external financing from the market. The alterations made in the legislation of the organization shall hamper the impact of the HIH insurance in the organization. The factors that have an impact on the financial resource of the company are less than pricing ability of the legislations as well as improper investment policies. As such, this led to the depletion of the financial resources in the business entity. Improper Corporate Practices in the Context of HIH The conflicts between the proprietors, managers as well as the debtors of the organization shall have an impact on the operational strategies of the business entity. These issues shall have an impact on the business performance of the entity. As such, the issues in the risk management have been a major contributor towards the ineffective business strategies adopted by the entity. Non-Executive Director The non-executive director does not have exclusive powers and rights regarding the implementation of the operational strategies of the enterprise. As such, this would hamper the process of leadership in the organization. HIH has offered a sum of $1.7million for offering auditing services. In addition to this, a sum of $1.631 million was offered for offering non-auditing services to the business entity. Lenz and Sarens (2012) mentioned that the corporate governance of HIH can be held for negligible action. In addition to this, there has been power and lack of authority to the individual concerns of the management. This has been one of the primary attributes, which has led to the inconsistency and irregularities in the preparation of the financial statements of the organization. Ethics The audit report states the financial irregularities that have an impact on the different accounting statements that are prepared on the different financial statements of the organization. Messier Jr, (2016) mentioned that development of informal relationships between the management of the business entity with the external auditors of the company shall have an impact on the quality of the audit services as well as the fees charged for the audit services. It is the primary duty of the management of the business. Following were the issue due to which the management wanted to hire these members for its external audit team The auditors have been accustomed to the company The auditors had prior experience about different fiscal as well as monetary matters. c. The management of the company has assisted the business entity to develop an effective relationship with the external auditors of the company. As such, the auditors of the company shall have a proper relationship with the management of the company and there shall be mutual understanding with both the parties. Porter et al. (2014) mentioned that the auditors must have the adequate powers so that they can perform their services without any interference from the management of the organization. The auditors shall be fair and transparent in discharging their duties without any interference from the management of the company. It is the primary responsibility of the auditing companies to offer consultancy services regarding the payment of the tax. As such, the management of the company to provide auditing as well as non-auditing services to the clients. Another essential issue in offering auditing services is the conflict of services. The firm, which offers both auditing as well as consultancy services to the same firm, is the saving in operational costs for the business enterprise. Therefore, Chandler and Edwards (2014) mentioned that the regulatory measures in the business entity should enable business entities to prepare the year ended financial statements as per the required guidelines. The members in the organization did not offer full information to the external auditors of the organization. As such, the audit process was hampered with false as well as misleading information. The situation of Arthur Anderson detonated after the collapse of Enron. He also played a major part in obstructing justice for the organization. These factors violated the standard of the organization and had a considerable role in the financial irregularities of the organization. The following recommendations shall address the issues relating to audit governance as well as the financial reports in the organization. The report contains the amendments under CLERP 9 and are stated as follows; Appoint a lead engagement partner as well as lead the rotation of partners for the next five year The waiting period for the partners has to be increased for the next five years. These would also evaluate the existing audit partners that facilitate auditing. References Arens, A.A., Elder, R.J. and Beasley, M.S., 2012. Auditing and assurance services: an integrated approach. Prentice Hall Chandler, R.A. and Edwards, J.R., 2014. Recurring Issues in Auditing (RLE Accounting): Professional Debate 1875-1900. Routledge. Evetts, J., 2014. The concept of professionalism: Professional work, professional practice and learning. In International Handbook of Research in Professional and Practice-based Learning (pp. 29-56). Springer Netherlands. Furnham, A. and Gunter, B., 2015. Corporate Assessment (Routledge Revivals): Auditing a Company's Personality. Routledge. Hayes, R., Wallage, P. and Gortemaker, H., 2014. Principles of auditing: an introduction to international standards on auditing. Pearson Higher Ed. Kumar, R. and Sharma, V., 2015. Auditing: Principles and Practice. PHI Learning Pvt. Ltd.. Lenz, R. and Sarens, G., 2012. Reflections on the internal auditing profession: what might have gone wrong?. Managerial Auditing Journal, 27(6), pp.532-549. Messier Jr, W., 2016. Auditing assurance services: A systematic approach. McGraw-Hill Higher Education. Porter, B., Simon, J. and Hatherly, D., 2014. Principles of external auditing. John Wiley Sons.

Autism spectrum disorder in relation to education

Introduction Autism spectrum disorders refer to the disabilities that are of neurodevelopment nature. In most cases, the disorders last for the entire lifetime of an individual. Autism Spectrum Disorders (ASD) is notable within the first thirty-six months after birth of a person.Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More Some of the most common characteristics associated with ASD include difficulty in communication, social interactions and the individual displays a stereotyped attitude and activities that one undertakes. Medical research studies report that Autism Spectrum Disorders are because of an impaired brain development process and the overall functionality of the brain, which usually occurs during the initial 3 years of a person’s life (Kavale 2002). This paper attempts to examine the relationship that exists between Autism Sp ectrum Disorders and education. The paper will first outline Wendy Lawson statement of 2001 about ASD in relation to education, after which the relationship between ASD and education is established. The paper will also outline the challenges associated with the implementation of inclusive programs for students with ASD, various ways used to tackle the associated challenges and a conclusion based on the personal position concerning inclusion approach to education. Overview of Wendy Lawson statement on the relationship between the ASD and education Lawson claims that the school environment sometimes can be harsh to both parents and the children; this is because the education system cannot address all the needs of every individual. The application of concepts such as exclusion and separation is an effective approach towards the solution of problem of variability in the education system. There are categories of individuals in the education system that requires full time attention in ord er to foster effective learning. This means that the education system must have strategies that incorporate the concepts of adaptability and should be able to consider the needs of the different individuals in the education system.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worth noting that special schools need to put more emphasis on neurodevelopment of autistic individuals. Many individuals are not aware that they have Autistic Spectrum Disorders. In addition, they are not prepared to handle the cases of ASD. Challenges encountered when implementing inclusive programs for students with ASD Inclusive programs can be either full inclusion or regular inclusion. The choice of the mode of inclusive programs depends on the levels of severability of ASD in students (Bowe 2005). Inclusive programs use the concepts of integration, meaning that students with ASD can attend classes with other norm al students for all day or at least more than half of the lessons duration. The inclusive program considers students having ASD at the same levels as other members of the class. In case a student requires special attention, the provisions of such services are available outside the classroom setting, especially if they will cause interruption to the rest of the classroom (Jorgensen et al 2005). An example of such special service is speech therapy. In such cases, the autistic student is taken to a resource room, where there are more thorough instructions compared to the regular classroom. For the case of full inclusion, there is integration of students having ASD on a fulltime basis with the regular students (Loxley 2007). In this case, there is no segregation depending on the severability of the ASD in students. A significant number of educators argue that is the most effective approach to administering learning to students with ASD. In this context, there are no specialized and segr egated educational supports to autistic students. An inclusive program for students having ASD is not easy to implement. In order for autistic children to learn effectively in the normal classroom set up, there is need to have enough funding in order to employ the necessary support specialists and acquire learning resources for the students and teachers (Jorgensen et al 2005). In addition, there is need to have assistive technologies, which can be used to enhance the accessibility of the classroom for students whose body movements have been significantly impaired. The following outlines the various challenges associated with the implementation of inclusive programs for students with ASD (Kavale 2002).Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More The first significant barrier to the implementation of inclusive programs for autistic students is adequate funding. Attending to students having ASD in the regular classrooms requires specialized teachers and supplementary staff in order to aid in the realization of the needs of the students having ASD. An inclusive program for autistic students requires intense funding which aims at the provision of services to meet the individual needs for autistic children (Marston 2004). The current state of the economy cannot support the provision of such services. The implementation of inclusion programs without adequate funding will hinder the provision of specialized professional services to the autistic students. For autistic children to learn effectively in a regular classroom environment, one student requires at least one specialized teacher, this translates to immense resources in order to implement inclusion programs for students having ASD effectively (Loxley 2007). Immense resources are also required in order to adjust the curriculum for autistic students to match that of regular students. This means that the curriculum adjustment is at the expense of regular students, since focusing on the administration of learning for students with ASD will hinder learning for regular students in the same classroom and vice versa (Bowe 2005). Immense funding is also required in order to facilitate the setting up of a resource room that provides special services, for instance speech and language psychotherapy, physical psychoanalysis and additional social work. In general, the implementation of inclusive programs in mainstream educational institutions is an expensive venture that requires both human and material resources that are not readily available in regular schools. This is a significant barrier towards the implementation of inclusion programs for students having ASD (Loxley 2007). The second significant constraint associated with the implementation of inclusion programs for students having ASD is negative attitudes. An educational institution is similar to societal setting; this implies that autistic students are subject to negative attitudes from other regular students and teachers (Loxley 2007). In some cases, general education facilitators can fail to understand the nature of students having ASD.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This plays a significant role in inhibiting effective learning by autistic children. Attitudinal barriers can be either intentional or unintentional. Intentional barriers that are likely to be evident during implementation of inclusion programs for students having ASD include cases of isolation, instances of physical bullying and emotional bullying. Isolation usually makes it difficult for autistic students to fit in the normal classrooms set up because of factors such as difficulty in making of friends (Loxley 2007). Emotional bullying involves the perception that students having ASD are always stupid. Unintentional barriers are due to lack of understanding of the state of the autistic children by the staff and other students of the education system. Research studies have reported that the most rampant case of unintentional attitudinal barrier is lack of understanding on the side of support staff and regular teachers. Regular teachers assigned to fend for children having ASD always view this task as being inappropriate, therefore resulting to ineffectiveness in the delivery of education services to autistic students (Bowe 2005). The third significant barrier associated with the implementation of inclusive programs for students having ASD is that there is lack of curriculum structures designed foundation of universal design (Bowe 2005). Most of educational curriculum presently used focuses on a particular grade and subject. In most cases, the structure of the curriculum puts into consideration the needs of regular students; as a result, they overlook the learning needs of students having ASD. The structure of the most educational programs leaves students with exceptionalities, especially autistic children outside the curriculum structure (Marston 2004). This is due to the perception that most educators feel that students with special needs should be excluded from the regular educational system and their needs be attended to in a special environment. In order f or inclusive programs to be effective, they must deploy multi-level instructions to foster universal design in the education system. The strategies deployed in teaching and learning should ensure that autistic students have the capability to learn on their own. This is achievable through incorporating the concept of universal design in the structure of educational curriculum. This is not the case in the present educational curriculum that does not put into consideration the fact that students having ASD require more attention and support compared to regular students (Bowe 2005). Lack of universal design in educational curriculum implies that there is no guarantee for meeting the learning needs for autistic students. Inclusion means that the autistic children use the normal class routine and structure, as a result, the learning approach is the same as for normal students (Bowe 2005). Inclusive programs overlook the provision of individual needs because the learning procedures applied focuses on regular students’ methodology. In such a scenario, students with ASD who require specialized services such as speech therapy are disadvantaged largely. Another significant barrier to the implementation of inclusive programs for students having ASD is that the current state of classroom set up does not embrace the concept of diversity in the population of the students (Kavale 2002). An important aspect of inclusive program is that it should facilitate the establishment of heterogeneous learning environments, which addresses the needs of students with different learning abilities effectively without affecting the learning process of other students. It is usually difficult to implement inclusive educational programs in homogeneous learning environment. Therefore, such an approach to student grouping results to the segregation and differentiation of students having ASD, thereby hindering the implementation of inclusion programs for such students. This streaming practi ce segregates autistic students since they have different learning abilities compared to regular students. In such a scenario, mutual learning is significantly impaired. Segregation in the delivery of educational services hinders developmental learning among students having ASD (Marston 2004). Systemic barriers are not easily addressed, especially the lack of heterogeneous classrooms in terms of classroom size and support services. Even in cases where there are heterogeneous learning environments, lack of resources for administering teaching can still hinder effective implementation of inclusion programs for students having ASD (Susan 2005). Another significant barrier that inhibits the implementation of inclusive education for students having ASD is that there is lack of necessary expertise and knowledge that are required to implement inclusive practices to education. This is an inevitable barrier towards the realization of effective inclusion programs for autistic students because regular educators usually feel that they do not have the required knowledge and skills to attend to autistic students in an effective manner. Teaching students in an inclusive classroom requires adequate skills that are essential handling students with different learning abilities (Susan 2005). This means that educational institutions have the challenge of outsourcing of the professional teaching and support staff. This in turn puts pressure on regular educational institutions to concentrate on looking for viable alternatives outside the normal classroom setting (Susan 2005). Lack of knowledge is a systemic barrier to implementation of inclusive programs for students with ASD; this is due to factors such as inadequate pre-service training, in-service training, and lack of accountability by the available regular teachers towards teaching students with ASD. In addition, regular schools are not ready to invest in the acquisition of necessary expertise towards the provision of educatio n to students with ASD in regular classrooms. Available regular teachers always lack the confidence and required special skills in order handle students having ASD. There are other systemic barriers to implementation of effective inclusion strategies to students with ASD such as lack of accountability mechanisms, required professionals to attend to students with ASD, obscurity in the adoption of diversity and the inclusion approach to education (Bowe 2005). How the above challenges can be addressed using evidence-based practice There are diverse ways of tackling the above challenges in order to foster effective implementation of inclusive programs for students having ASD in regular institutions (Bowe 2005). The approach towards eliminating such barriers should aim at the establishment of plans of approach that emphasizes on the identification of specific barriers, and then deployment of strategic actions that aims at elimination of the challenges associated with the implementation o f inclusive programs for students having ASD (Loxley 2007). The first method towards approaching such challenges is the adoption an educational system that is universal in its design, in the sense that it can accommodate and address all the categories of students in the education system without bias. The realization of this is through designing an educational curriculum that does not segregate students according to their learning abilities (Kavale 2002). An effective learning environment is that which can facilitate mutual learning amongst students irrespective of differences in their learning abilities. Educational institutions should aim at integrating all students without dividing students basing on developmental abilities, as the case of students having ASD. Educational systems must prioritize understanding the educational practices associated with inclusive programs for students having ASD. It is imperative that the educational plans and policies in regular learning institution s put into consideration the learning requirements of students with problems in neurodevelopment, especially ASD (Bowe 2005). The second effective strategy for addressing the challenges related to the implementation of inclusive programs for students with ASD is the establishment of good collaboration and effective preparation strategies. Collaboration is one of the most significant aspects of inclusive programs. This means for inclusive programs to be effective, they must provide an avenue through which educationally facilitators can meet and discuss the recent educational practices in handling students who have ASD. The use of collaboration in the deployment of inclusive programs makes the regular teachers and the supporting staff to feel that they have the support that they need in order to attend to students with ASD in a regular classroom setting (Susan 2005). It is also important that inclusive programs for students having ASD should provide an opportunity for the various educ ators to develop lesson plans, which can address the needs of exceptional students. Failure to develop lesson strategies to accommodate the needs of students with ASD is the most rampant source f frustration for teachers when they attend to special students (Kavale 2002). Therefore, administrators of educational institutions need to recognize the significance of implementation of inclusive programs for students having ASD. The realization of this is through proving sufficient time for the educators to plan and consult with one another. Collaborative effort is also required between the educators and paraprofessionals. It is the responsibility of the education system to identify opportunities, which promote collaboration and specific preparation efforts. It is also important to put into consideration students who have issues with neurodevelopment. In order to address this challenge effectively, educational institutions will need to add more resources that aim fostering educational mod els that flexible and appropriate in the context of students having ASD (Bowe 2005). The third significant strategy that aims at tackling the challenges associated with the implementation of inclusive programs for students with ASD is the development of knowledge competencies of the specialized professional in handling exceptional students. It is imperative that inclusive programs should distinguish the roles of professional regular teachers and specialized teachers. Paraprofessionals should not undertake the duty of normal professional teachers when they are attending to students with ASD. As a general rule of thumb, paraprofessionals should provide support to teachers while dealing with autistic children, in the context of inclusion programs. Just like other educators, paraprofessionals must be facilitators of inclusive programs for it to be successful. A significant skill requirement for paraprofessionals is the ability to foster independence and interdependence learning approach es (Marston 2004). Another important way of addressing the challenges related to implementation of inclusive programs for students with ASD is to ensure that parents and families provide the required support and be partners during the implementation of inclusive programs. Parents and families form an essential aspect of the educational system. In order to implement inclusive plans effectively, parents and families need to be involved actively in the process of planning for inclusive education. It is also important that the educational planning process put into consideration the views and perceptions of the parents and families that have autistic children. Lack of their involvement is a challenge that should not be underestimated (Susan 2005). This implies that the inclusive programs need to devise methods of fostering ways through which families and parents should be in partnership with the educational institutions. The inclusion program should also aim at providing awareness to par ents, through informing them of the roles of the various paraprofessionals. This fosters direct contact and aims at monitoring the development process of a student with ASD. Other strategies than can address the challenges during the implementation of inclusion programs include offering training to teacher assistants, implementation of peer support methods and ensuring that inclusive program practices are consistent with the standards (Bowe 2005). Personal position regarding an inclusive approach to education Inclusive approach to education is not an effective methodology to foster equality in then education system. The only significant challenge is that inclusion ignores the fact students with disabilities require special attention in learning environments that intensely monitored and controlled. A student having neurodevelopment problems is less likely to maintain concentration in a classroom environment full of student with similar characteristics. Inclusive approach to education is only effective when school administrators deploy staff preparation strategies to enhance their skills in handling students with neurodevelopment problems. The effectiveness of inclusion approach to education significantly depends on how aware and prepared learning institutions are towards the methodology. It is arguably evident that a significant number of learning institutions do not use the standard inclusion practices when administering learning to students with ASD and other neurodevelopment problems (Kavale 2002). Alternatives to inclusion such as special education have proved more effective in considering the needs of students with neurodevelopment problems. Special education provides learning methodologies that are customized and attempts to address the learning needs of students in an individual basis (Bowe 2005). Despite effecting how the students will interact with other individuals in the social world, studies have depicted that isolation of students with neurodevelop ment problems is more effective than inclusion. References Bowe, F., 2005, Making Inclusion Work, New York: Merrill Education/Prentice Hall. Jorgensen, C., Schuh, M., Nisbet, J., 2005, The inclusion facilitator’s guide. Baltimore: Paul H. Brookes Publishing Co. Kavale, K., 2002, Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education ,Vol. 12 no. 6, pp. 56-89. Loxley, A., 2007, Deconstructing Special Education and Constructing Inclusoin, Maidenhead: Open University Press. Marston, D., 2004, Journal of special education ,Vol. 20 , no. 2 pp. 89-102. Susan, D., 2005, Understanding and Workong With the Spectrum Of Autism, Sydney: Elsevier Australia. This essay on Autism spectrum disorder in relation to education was written and submitted by user Leilani Pennington to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Communicate With Special Education Parents

How to Communicate With Special Education Parents The best way to avoid crises with parents or even, heaven forbid, due process, it’s good to have regular communication methods in place. If parents know you are open to hearing their concerns, you can nip any potential misunderstandings that lead to a crisis in the bud. Also, if you communicate regularly when you do have concerns about problem behaviors or a child in crisis, parents won’t feel blindsided. Find Out How a Parent Prefers to Communicate If a parent doesn’t have email, that won’t work. Some parents only have email at work, and may not want to receive messages by email. Some parents may prefer phone calls. Find out what are good times for a phone message. A traveling folder (see below) is a great means of communications, and parents may just prefer to respond to your messages in a notebook in one pocket. Parents Are Stressed Some parents may be embarrassed about having children who need services- for some parents parenting is a competitive sport. Some special education children are poorly organized, extraordinarily active, and do poorly at keeping their rooms clean. These children can stress parents out. Another issue for parents of special education children is that they often feel that no one sees the value of their child because of their challenges. These parents may feel the need to defend their child when you really just want to share a concern or work out a mutually agreeable solution. Don’t Play the Blame Game If these children weren’t challenging, they probably wouldn’t need special education services. Your job is to help them succeed, and you need their parents’ help to do it. Make Your First Email or Phone Call a Positive One Call with something positive you want to tell the parent about their child, even if it’s â€Å"Robert has the greatest smile.† After that, they won’t always pick up your emails or phone calls with dread.  Keep records.  A communication form in a notebook or file would be helpful. Handle your parents with TLC (tender loving care) and you will usually find allies, not enemies. You will have difficult parents, but I will discuss them elsewhere. Email Email can be a good thing or an opportunity for trouble. It is easy for email messages to be misunderstood since they lack the tone of voice and body language, two things that could assure parents that there is not some hidden message. It is good to copy your building administrator, your special education supervisor or a partner teacher all of your emails. Check with your special education supervisor to find out who he or she would like to see receive the copies. Even if they never open them, if they store them, you have a backup in case of a misunderstanding. It is especially important to email your supervisor or building principal a heads up if you see trouble with a parent brewing. Phone Some parents may prefer a phone. They may like the immediacy and the sense of intimacy created by a telephone call. Still, there is potential for misunderstanding, and you never know exactly what frame of mind they are in when you call. You can set up a regular phone date, or just call on special occasions. You might save this for just good news, since other kinds of calls, especially calls involving aggression, may put parents on the defensive since they haven’t’ had a chance to prepare for it. If you leave a message, be sure you say Bob ( or whoever) is fine. I just need to talk (ask a question, get some information, share something that happened today.) Please call me at . . . Be sure to follow up a phone call with an email or a note. Restate briefly what you talked about. Keep a copy. Traveling Folders Traveling Folders are invaluable for communication, especially on completed projects, papers or tests. Usually, a teacher will designate one side for homework and the other for completed assignments and the communication folder.  Often a daily Home Note can be included.  It can be part of your behavior management plan as well a means to communicate. It is still good to save copies of parent’s notes, or even both sides of the conversation, so you can share them with an administrator should you see trouble coming down the pike. You might want to either put a plastic insert with a list of what should come home each night and directions for how to complete the folder or staple the same to the front cover of the folder. You will find parents will be pretty good at packing this folder in the child’s backpack. Stay In TouchRegularly However you decide to communicate, do it on a regular basis, not just when a crisis arrives. It might be nightly, for a communication folder, or perhaps weekly for a phone call. By keeping in touch, you not only can share concerns, but you will be eliciting the support of parents in reinforcing the good things you want to see happen for their child.

Anything in Corporate Finance Field Research Proposal

Anything in Corporate Finance Field - Research Proposal Example Given that this is a completely new type of accounting, a number of questions are popping in the minds of accounting professionals:- Given that this is an entirely new governance system, a number of experts are trying to answer such questions or raise more questions. The author proposes to undertake a broad educational perspective of this subject by assessing the current company valuation techniques and then try to evaluate if these techniques are feasible to carry out fair value measurements of company assets. [Mard, Michael J. 2008] Fair value measurements have been in discussions for many years but post the current Sub-Prime crisis the same is in the process of getting mandatory for publicly listed organizations and a number of private companies as well. This new requirement is expected to trigger a number of researches in the industry trying to answer the questions that is raised by practicing accountants of the industry. The author proposes to contribute by trying to answer the following Research Questions pertaining to the proposed research: In an interview with Mr. ... ny years but post the current Sub-Prime crisis the same is in the process of getting mandatory for publicly listed organizations and a number of private companies as well. This new requirement is expected to trigger a number of researches in the industry trying to answer the questions that is raised by practicing accountants of the industry. The author proposes to contribute by trying to answer the following Research Questions pertaining to the proposed research: (a) How effective are the current company valuation techniques in determining the fair value of company assets (b) What are the possible fair value measurement methodologies that companies should be following (c) Will these fair value measurements effectively mitigate the risks of overvaluation of company assets The research will be conducted in academic style and hence will be a mix of academic theorizing as well as investigation into limited practical implications. Literature Review In an interview with Mr. Robert H Herz, FASB Chairman, he emphasized that the SFAS 157 is not the first introduction of the concept of Fair Value measurements. Fair Value has appeared in many standards in the last few decades and hence is not a new concept. However, a consolidated standard of fair value from GAAP perspective was needed and SFAS 157 was introduced to fulfil this criteria. The emphasis of fair value is to provide accurate information to those individuals that study financial statements and then take decisions on investments & credits based on such statements. Fair value is not essentially a replacement of historical costs but is an additional projection to the users of the accounting statements about the current market valuation of assets whereby cash assets and cash equivalents should be depicted separately.

Letter of Intent Essay Example | Topics and Well Written Essays - 500 words

Letter of Intent - Essay Example At the age of 11, I moved to the new world and it was in America that I fully experienced the problems of adjusting and integrating into a new culture. From the language spoken on the streets to the manner in which the schools functioned, everything was different and everything was new. I feel that I could have simply faded out and been overwhelmed with pressure had it not been for the kind teachers and other professionals who were willing to help. I remember one teacher in particular who clarified to me both cultural and educational differences and spent hours of her time engaged with me after work. I recall that even knowing the different currency values was an enlightening step for me. Even understanding the various mathematical conventions became a revelation for me since it allowed me to perform better at school. The dedication of these teachers put me in a position that today I wish to be a teacher myself and help those who may need assistance from my side in any way I could provide it. This is the root of my intent since I clearly remember the hard work, effort and persistence of individuals such as her. My life experiences were changed completely due to the care shown by my teachers and I hope to carry on the same process. I particularly want to focus on Low-income communities since they may have many children who desperately need help I am sure that I can make a positive difference in their life by sharing my experiences with them and teaching them. I also believe that without the presence of organizations such as the corps, many such children could easily be lost in the system. To conclude, my personal aim in working for the corps is completely inline with the agenda of the corps to provide all possible support to the children who are growing up in low income communities. I have no qualms in saying that my aim certainly stems from my own experiences and the difficulties I faced in coming to accept a

Effects of Wnt-3a and Wnt-5a on Proliferation of HEK293 Cell

Effects of Wnt-3a and Wnt-5a on Proliferation of HEK293 Cell Letong YUAN 1. Outline how you decided how many cells, how many wells and how much Wnt to use.   Please do not repeat anything in the protocols your answer should just explain concisely and clearly how and why you designed the experiment in the way that you did (250 words max). We were provided with three cell lines but we decided to investigate the effect of both Wnt on the proliferation of one cell line, HEK293 cells, limiting the number of variables in the experiment. Unlike MDA-MB-231 and MCF7 which are breast cancer cell lines, HEK293 is derived from human embryonic kidney cells in tissue culture and are non-pathological. As the average doubling time of HEK293 is 24hours, we decided to seed HEK293 suspension cells at 1X105 cells/ml (suggested by Thermofisher ©) in each well containing 500 µl medium. We used 16 wells in total on two 24-well-culture plates, i.e. 8 wells on each plate as illustrated in figure 1. We used two identical plates as cells are not viable after PFA fixation. After 24 hours, as the cultures are in log phase, an escalating amount of Wnt, namely, 0, 5, 20 and 50ng, was added for the investigation of HEK293 cell proliferation in a concentration-dependent manner. The amount of Wnt added was suggested by Reischmann et al, 2015 and limited by the amount of Wnt provided. 100 and 200ng could also be tested if enough Wnt were provided. Figure 1 Schematic diagram of amount of Wnt added in each well containing HEK293 cells. Two of these wells are used as cells on one plate was fixed after every 24 hours. 2. Describe your cultures non-quantitatively (i.e. qualitatively) (200 words max). At 0h, cells tend to be spherical or have elongated shapes and plump with a high density, then they were passaged. After 24h, cells attached to well surfaces as they settle down and then started to differentiate. Some cells have developed one or more antenna-like projections for better attachment and nutrition, while spherical ones are non-adherent. 2-9 cell clusters could be observed, whereas few dead cells were present. At 72h, cell clusters with more than 20 cells were normally seen. Being polar, HEK293 are fibroblastic cells. 3. Analyse one characteristic of your cultures quantitatively including a well-presented and informative graph and a photograph that illustrates the graphed result (think about what makes an informative graph). Have a look at some primary cell culture papers to see how data can be presented clearly and thoroughly. What should you always have on the graph of an experiment looking at the effects of a cell signal on cultured cells? The number of cells show an increasing trend with an increase amount of Wnt-5a added. The addition of 50ng results in almost twice as many cells as in 0ng. Wnt-5a triggers noncanonical signalling pathway. Anomalies in data are possibly because of a non-representative image taken. Its effect can be minimised by having replicates in this experiment. Another contributing factor is the inaccurate particle analysis by imageJ, whose effect can be minimised by taking the mean of numerous results. 4.Briefly suggest a possible mechanism behind your result or, if the ligand has no effect, suggest why this happened. Please note: no effect is not a failure there could well be solid ICB reasons why there was no effect recorded and you can still produce an excellent write-up (200 words max).   Ã‚   Wnt activates signalling cascade through canonical/ ÃŽ ²-catenin Wnt signalling pathway (e.g. Wnt-3a) or noncanonical/ ÃŽ ²-catenin independent Wnt signalling pathway (e.g. Wnt-5a).   In canonical pathway, Wnt binds to frizzled 7TM receptors. Then LRP 5 or LPR6 activates dishevelled (Dvl), triggering the inhibition of GSK3. ÃŽ ²-catenin accumulates in the cytoplasm because of the disassembly of the destruction complex containing APC, Axin and GSK3. In noncanonical pathway, ÃŽ ²-catenin is not involved. Daam1 activates small G-protein Rho, which activates ROCK. Figure 3 In the absence of Wnt, ÃŽ ²-catenin interacts with APC, axin, GSK3, and CK1 forming a degradation complex. The phosphorylation of ÃŽ ²-catenin triggers its degradation. Croucho kept Wnt-responsive genes inactive by binding to LEF1/TCF. The presence of Wnt clamps LRP and Frizzled protein together. The phosphorylation of cytosolic tail of LRP by members of degradation complex causes the disassembly of the destruction complex, which prevents the phosphorylation of ÃŽ ²-catenin and allow its accumulation. Excess ÃŽ ²-catenin can be translocated into the nucleus without degradation and it replaces Groucho and activates the transcription of target genes mediated by LEF1/TCF. These genes are essential to processes like cell attachment, cell proliferation and differentiation.   This explains the addition of Wnt promotes cell proliferation and differentiation. 5. Suggest a possible future experiment to investigate if/how this ligand has an effect on the cells you tested (200 words maximum). Be bold and creative here and try to push yourself beyond, try different concentrations. To see if and how the ligand influences the cells, one way is to assay Wnt-responsive gene product, e.g. ÃŽ ²-catenin, by Western blotting. After Bradford assay determining protein concentration in cell lysate, run a SDS-PAGE gel and transfer the gel onto a nitrocellulose membrane. Analyse the membrane with primary antibody against ÃŽ ²-catenin, then incubate with corresponding secondary antibody. It is possible to add an inhibitory component of the Wnt signalling pathway, for example Apc protein (Albert et al, 2015) that binds to ÃŽ ²-catenin and induces its degradation. Wnt-responsive genes should be kept silence by Croucho bound to transcription regulator LEF1/TCF.

Poliomyelitis Paper Essay

Poliomyelitis is a viral disease that mainly affects the young children, it is highly infectious that caused by three types of poliovirus which targets the nervous system of the person, it may result to be   abortive poliomyelitis, non- paralytic and paralytic poliomyelitis. There are many   initial symptoms of polio fever (up to 103 °F or 39.5 °C), less of appetite, vomiting, constipation and pain in the limbs. We can diagnose this by having complete physical examination; having a complete test of throat, urine, lumbar puncture or spinal tap. Medical history of a child who does not have his/her polio vaccine or not complete polio vaccines series is also one of the caused of this infection.   The treatment for this is determined by your physician base on your age, tolerant for specific medications, procedures or therapies. Although we have come to prevent this disease not to infect young ones by having a complete vaccines which have two versions Inactivated Polio Vaccine (IPV) and Oral Polio Vaccine (OPV) and the best way for this is to have good hygiene and clean surroundings but for   those who had already been infected will have no cure, the supportive means of treatment is the only way to help them to ease some pains like analgesics, a bed rest to reduce fever, a good balance diet, hot compress for the pain of your muscles, if the patient is paralytic poliomyelitis it requires a hospitalization.   In early days infectious disease like this maybe a threat to our society but its a good thing to know that now we have the treatments and the best of this is that to follow the first step of cure which is prevention. References World Health Organization (2007). Poliomyelitis. Retrieved December 10, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.who.int/topics/poliomyelitis/en/.   University Health Care (2003). Poliomyelitis.   Retrieved December 10, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://healthcare.utah.edu/healthinfo/adult/infectious/polio.htm

Factors influencing News editors’ decisions Essay

Factors influencing News editors’ decisions Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   News form an important part in the society because it helps in providing people with information as well as keeping people updated on events and happenings that are taking place across the world. The factors which I think news editors consider in making a decision include: Age of the targeted audiences. The editors have noted that the age group of those who read the Newspapers and those who watch TVs is different in that the older generation prefers written content unlike the younger generation who prefer visuals and audio which is available through television (Halan, 2009).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, the difference in taste and preference of the audiences also affects the choice of news presentation by the editors. There are people who prefer a combination of the visual and audio (Islam, 2008). Therefore, the use of TV to present some news makes a greater impact than when the newspapers are used. Furthermore, news editors aim at being providers of exclusive news for their audiences. Therefore, to maintain exclusiveness with their news as compared to their competitors, news editors would choice an alternative that would make them exclusive to the audience(Halan, 2009). This will enable them to achieve higher sales in terms of newspapers or high viewing rate if they use the TVs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, the other factor that I think may be an influence on the choice of news presentation, whether through a newspaper or television is whether the news is meant for international or the national audience(Islam, 2008). To reach a wider audience internationally or nationally, news editors would prefer a means that is easily accessible to majority of the targeted audience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Therefore, in conclusion, it is my view that age, exclusivity, taste and preference of the targeted audience, and national or international interest that the news is aimed at form the factors that influence the decision of the editors. The end result is for them to achieve more sales, higher viewing rates as well as enhanced reputation. References Halan, Y. C. (2009). Communication skills: Effective editing; a practical handbook to develop good editing skills. New Delhi: Sterling Publishers. Islam, R. (2008). Information and public choice: From media markets to policy making. Washington, D.C: World Bank. Source document

Essay about The Fight to Woment to Obtain Their Rights and...

Growing up as a female has never been easy. Men assumed women only had two jobs, keeping the house clean and bearing children. Luckily, many women in history have paved the way making it easier for all women in the 21st century to work outside the house, vote, earn more money, hold positions of power and achieve all their dreams. Susan B. Anthony, Elizabeth Cady Stanton, Madeleine Albright, and Lucy Stone, just to name a few, each had a hand in helping little girls dream big dreams and realize that their dreams were achievable. Through their hard work, determination and suffering, women are more equal than ever. Historians typically like to breakdown the history of the United States into different â€Å"eras†. One era that was important to†¦show more content†¦Anthony and Stanton, as well as other leaders, worked endlessly lobbying congress and circulating petitions around the country to pass a consititutional amendment to give women the right to vote. (Reforming) The National American Women Suffrage Association (NAWSA) and the National Women’s Party (NWP) helped spread the work through campaigning, lobbying the President and even picketing the White House. (Reforming) In 1920, the 19th Amendment was passed giving women the right to vote as a US citizen. (Reforming) There were many courageous women in American history that fought for the rights of all women. One of the most notable leaders was Elizabeth Cady Stanton. Stanton was born in New York on November 12, 1815. (Ward) Her family was wealthy, enabling her to go to some of the best school and colleges to earn her e ducation. Like many other leaders, Stanton was involved in many causes. While she was working on the abolition movement, she met her husband, Henry B. Stanton, who also shared her passion for ending slavery. (Nash) In 1848, Stanton met several other women who were working within the Women’s Right’s movement. Together with these women, Lucretia Mott, Martha Wright, and Mary Ann McClintock, they formed the first Women’s Right Convention later called the Seneca Falls Convention. (Ward) Before the meeting, the women met and drafted a document called the Declaration of